Lifeskills approach in school based prevention Peer van der Kreeft

Transcription

1 Lifeskills approach in school based prevention Peer van der Kreeft University College Ghent, Belgium For The National Alcohol & Drugs Education Conference Middlesex University, London, October 19 th 2016

2 Researchers meet practicioners 2 RCT pupils 143 schools 7 EU countries 2008 Further Analysis & Studies 2 Comprehensive Social Influence CSI year 12 lessons Manual & Training Adaptation & TOT

3 United 3 Kingdom Brasil Nigeria Pakistan

4 3 types of prevention

5 CSIComprehensive Social Influence Since the late eighties Only knowledge Knowledge + refusal skills Knowledge + refusal skills + lifeskills (Direct expectation of using drugs is not a common experience in adolescence. Need for making rational choices, standing for one s opinion are common experiences) Knowledge + normative beliefs + lifeskills (Adolescents who perceive drug use as common and tolerated, are more likely to start to use themselves compared to peers of the same age who do not endorse this belief)

6 6 Programme components Workbook for the pupil Information cards for pupils in group Handbook 12 lessons for the teacher Teacher training (for interactive delivery) Three parent meetings 6

7 Teacher training Objectives of the 3 day training: 1. Information transfer 2. Social learning ( social influence) 3. Experimental learning 4. Learning to work on a positive and safe class climate 7

8 Normative belief 8

9

10 Correcting misperceptions

11 Normative belief workbook manual cards 11

12 Effectivity 3 mths post Daily smoking 30% reduction Recent drunkenness 28% reduction Experimenting cannabis 23% reduction has a preventive effect on early onset of drug use and on the transition of experimental to frequent use. The effect is bigger for boys than for girls. 12 Faggiano et al, Preventive Medicine 2008

13 Daily smoking 13 Faggiano et al, Drug and Alcohol Dependence 2010

14 Any drunkenness 14 Faggiano et al, Drug and Alcohol Dependence 2010

15 Any cannabis 15 Faggiano et al, Drug and Alcohol Dependence 2010

16 Adiktologie Czech Rep. results - effect on longer term Miovski et al, Prevention Science 2015

17 Is Unplugged also effective for pupils with low SES social economical status? Karolinska Institute Sweden further analysed data from RCT 2004: Stronger effects in underprivileged schools on frequency of drinking Caria et al, Biomed Central 2011

18 Is Unplugged also effective for pupils with low SES social economical status? OED Torino University: the inequality of low to high SES drug use decreased after Unplugged Table 2. Post-test Differences in Prevalence of use (last 30 days) Low to High area SES Controls Interventions ALO smoking +6.3% +5.0% Daily smoking +4.9% +7.0% ALO drunkenness +5.1% +2.7% Regular drunkenness +2.9% +1.6% ALO cannabis +0.5% -0.9% Regular cannabis +0.3% +0.1% ALO drugs +0.2% +0.1% * ALO: At Least Once in the last 30 days Vigna-Taglianti et al, SPR Society Prevention Research poster 2007

19 Gender difference OED Torino University: less effective for girls Further analysed to explain: Unplugged low on self-esteem, high on social influence developmental factors Vigna-Taglianti et al, Jounal for Epidem. Community Health 2009

20 The Theoretical Model of Unplugged and the mediating factors: Effective: great! But what is the mechanism to result? Based on an article accepted for publication in Journal of Adolescent Health 2014: Short-term mediating factors of a school-based intervention to prevent youth substance use in Europe, Giannotta F, Vigna-Taglianti FD, Galanti MR, Scatigna M, Faggiano F, and the EU-Dap Study Group.

21 Mediators with a proven lead to effect: Positive attitude towards drugs Normative beliefs on #use and approval Refusal skills Other mediators in Unplugged measured: Negative attitude towards drugs Positive beliefs Negative beliefs Knowledge Perception of positive class climate

22 Talking not about drugs

23 Correcting misperceptions

24 Correcting misperceptions

25 Correcting misperceptions

26 Correcting misperceptions

27 Correcting misperceptions

28 Correcting misperceptions

29 Coping with what I don t have Asking for and offering help

30 Use of energizers climatesetting games To organize interactive exercises we need a safe climate: try out in protected environment. Energizers contribute to this lifeskills laboratory condition

31 Thank you EU-Dap study group